ABSTRACT

Sociocultural diversity in classrooms can result in inequality, when discontinuities between school and home make children perform below their abilities. Funds of knowledge/identity theory makes a plea for building on the skills and knowledge that students acquire in their families, communities and peer groups, and that may not be recognised by teachers, when they are from different sociocultural backgrounds to their students. In a collaborative action research project the authors investigated how primary school teachers can use students’ funds of knowledge/identity (FoK/I) in their superdiverse classrooms. Data were collected through pre-structured logbooks, teacher interviews and focus groups. The analyses result in a framework that suggests ways to find students’ FoK, and that categorises FoK/I-related teaching practices along two dimensions: (1) individual students’ resources vs. collective resources; and (2) scope of the teaching activities. The authors also identify sources of FoK/I and discuss the pedagogical competences teachers need to integrate FoK/I into their teaching.

摘要

课堂中的社会文化多样性会导致不平等，因为学校和家庭之间的不连续性会导致儿童的表现低于他们的能力。知识基金/身份理论呼吁建立学生在家庭、社区和同龄人群体中获得的技能和知识，而当他们来自不同的社会文化背景时，教师可能不会承认这些技能和知识。在一个合作行动研究项目中，作者调查了小学教师如何在其超级多样化的课堂中使用学生的知识/身份基金 (FoK/I)。数据是通过预先构建的日志、教师访谈和焦点小组收集的。分析结果形成了一个框架，该框架建议如何找到学生的 FoK，并从两个维度对与 FoK/I 相关的教学实践进行分类：(1) 学生个体资源vs.集体资源；（二）教学活动范围。作者还确定了 FoK/I 的来源，并讨论了教师将 FoK/I 整合到他们的教学中所需的教学能力。